The purpose of this study was to analyze intellectual characteristics of elementary students in science-gifted education. For this, 72 science-gifted students were selected. Multiple intelligences, creativity, and the science process skills of these students were tested. To compare these traits with those of general students, 78 general students were also tested. The results of this study indicated that science-gifted students significantly surpassed general students in the areas of logical-mathematics, intra-person, and naturalist. Especially, the intelligences of logical-mathematics and intra-person were strong point of the science-gifted students. But music intelligence among the 8 intelligence was weak point. Creativity and the science process skills of the students in science-gifted education excelled those of general students. Therefore, to enhance the efficiency of the science-gifted education program in elementary school, it is necessary to consider the intellectual characteristics of the students.

In this research, a questionnaire was developed to investigate high school students' viewpoints, originating from science history, on 'motion of on object', the subjects were seventy- five 10th grade students and sixty-five 11th grade students. Results found that the highest percentage among the types of 10th grade students' thoughts was related to the Middle Ages 'Impetus' viewpoints. Percentages of 11th grade students' thoughts were highest for Middle Ages and Newton views. These results provided proof that the development of student thoughts' based on science history' are consistent with school year. Furthermore, student thought regarding 'object motion' under the conditions of no force, vacuum, or air under a weightless stage were related to progressive viewpoints on science history. However, the percentage of thoughts related to earlier viewpoints were considerable. Student thoughts on parabolic motion, circle motion, and conservation amount of motion were found to be highly significant in similarity to the viewpoints of Galilei, Descartes, and Huygens; view cultivated before Newton. Consequently, this study determined that educational efficiency could be raised by providing historically more progressive views to cope with conflictory student thoughts-thoughts related to past views in science history.

This study investigated whether science museum field trips over a duration of 7 months would effect student preference and awareness of science museums. 32 eighth and ninth graders were sampled from a middle school in Seoul and asked about their preference, awareness and the effect of the science museum visits both before and after a field trip. Findings showed a preference for science museums which dealt with themes and topics of student interest. After a field trip, student responded that science museums were information providers which yielded opportunity to explore forthcoming science feats, science in everyday life, developmental histories of science and technology, science-related news, social issues, and science rationale. Even though science museums in Korea leave much to be desired in terms of quantity and quality, field trips were positively received by students. This reception and its usefulness implied that expansion publizing and active use of formal/informal education relating to science museum facilities need to be top-priority business.

The purpose of this study was to develop a classification scheme for laboratory instruction, which could occupy a central and distinctive role in science education. For this study, literature on laboratory instruction types were analyzed. Utilizing several of these theoretical frameworks, a Classification Scheme for Laboratory Instruction (CSLI), which clearly represents various features of laboratory instruction, was created. The developed CSLI consisted of two descriptors: one is the procedure for laboratory instruction, and the other is a way of approach. The procedure is either designed by the students or provided for them from an external source. A dichotomy also exists for the approach taken toward the activity: deductive or inductive. Validity was established for the CSLI. In addition, laboratory instruction according to CSLI was divided into four types: verification, discovery, exploratory, and investigation. Although this study demonstrated only limited features of laboratory instruction due to the absence of a field test, it serves as a model for more comprehensive studies.

The purpose of this study was to investigate the effects of offering similar experiences for hypothesis-generation based on abduction. Two hundred and seventy eight students in Seoul(8th and 10th grades) were requested to propose causal questions and generate hypotheses after observing an unfamiliar situation. Then, after having been presented numerous similar experimental situations to initial situation, the students were asked to regenerate a hypothesis. When the analysis was done to determine differences in hypothesis generation before and after offering the similar experimental situations, a meaningful difference appeared(p analysis was carried out to find differences in causal question proposal and hypothesis generation among students who had varied cognitive levels(p

This study investigated the effects of varying visuals in drawing and writing as methods to assist students in connecting and integrating multiple external representations provided in learning the particulate nature of matter. Seventh graders (N=233) at a coed middle school were assigned to control, static drawing (SO), dynamic drawing (DD), static writing (SW), and dynamic writing (DW) groups. The students were taught about "Boyle's Law" and "Charles's Law" for two class periods. Two-way ANCOVA results revealed that the scores of a conception test for the two drawing (SD, DD) groups and the two writing (SW, DW) groups were significantly higher than those for the control group. Within the writing groups, students of lower spatial visualization ability in the DW group scored significantly higher than those in the SW group. However, no significant differences were found in the scores of the conception test for the two drawing (SD, DD) groups regardless of students' visualization ability. Researchers also found that most students in both DD and DW groups had respectively positive perceptions of dynamic visuals in drawing or writing.

The purposes of this study were to analyze the frequency and type of volition strategy, according to achievement level, employed by students with high learning motivation, and to identify the role volition strategy plays in keeping students motived to learn science. To accomplish these aims, two groups of students(each containing three members) were selected. Students in the two groups both had the same cognitive level and high learning motivation. However, one group's science achievement was high, and the other was low. Through interviews and class observations, volition strategies students in the two groups used when they encountered hindrances in science learning were compared. Results of the study revealed a relationship between achievement level and volition strategy. Students showed differences in the frequency and types of volition strategies used according to science achievement. It was found that students with higher achievement levels used volition strategies more often to overcome hindrances in science learning than those with lower achievement levels. Furthermore, students with higher achievement levels generally used internal mind control strategies while those with lower achievement levels used environmental control strategies. Lastly, findings found that the types of volition strategies used by lower achievement level students were very limited.

This study investigated the effects of weekly reports as a method for encouraging student questions in middle school science instruction by focusing on student conceptual understanding, achievement, concept map, and perceptions of weekly reports. Seventh graders (N=211) from a middle school were assigned to control and weekly reports (WR) groups. All students were taught about the 'three states of matter', the 'motion of molecules', and the 'change of states and thermal energy' for eighteen class hours. Students in the WR group were required to write weekly reports for six of those periods. Results revealed that conception test scores for the WR group were significantly higher than those for the control group. Compared conception test scores by learning strategy, students using a surface learning strategy in the WR group scored significantly higher than those in the control group. While students employing a deep learning strategy in the WR group also performed better than those in the control group, the difference was relatively small. The scores of an achievement test and a concept map test for the WR group were significantly higher than those for the control group. However, there were no significant interactions between instruction and students' learning strategy in the two variables. It was also found that most students in the WR group positively perceived weekly reports.

The purpose of this study was to analyze the effects of Semantic Network Program (SNP) instruction on learning achievement and motivation in high school biology classes. For this study, a SNP was designed by applying the recommendations in regard to student attention and satisfaction factors in Keller's ARCS theory. SNP instruction was conducted with an experimental group and a control group, each consisting of 62 high school biology class student. A pretest-posttest control group design was employed. The pre-test was used to analyze the learning achievement test, learning motivation test, and semantic forming test. For 4 weeks the experiment group was instructed using the developed SNP which centered on Keller's attention and satisfaction factors, and the control group was instructed via teacher-centered lectures based on the textbook. It was found that SNP instruction efficiently increased students' biology learning achievement (p.05) in the heredity unit by aiding students in the area of active multimedia learning. An in depth interview with students in the class using SNP instruction showed that material learned via this method in biology had longer retention of problem-solving methods. Consequently, SNP instruction according to motivation strategies may high school biology teachers with meaningful teaching-learning methods strategies for the unit on heredity.

This study investigated 7th grade students' context dependency on explanations about propagating path of light in three different contextual problems: observation of an object, observation of an object's image in a mirror, and observation of one's own face reflection in a mirror. Researchers examined student response in each context through interviews. The students were classified into four groups according to their explanations for the three different contexts. Each group was redivided into two or three subgroups in accordance with their conceptual features. After that, researchers investigated the characteristics of each subgroup. Main findings of the study indicated that (1) group 1 students' conceptions differed in each context; (2) group 2 students showed scientific conceptions in C1 context but in C2 context they showed visual ray conceptions or image misconceptions; (3) group 3 students did not show scientific conceptions in C3 context by strong misconceptions about one's own face reflection in the mirror. Also, this paper discussed the educational implications of the results.